School assignment policies are a key lever to increase access to high performing schools and to promote racial and socioeconomic integration. For over 50 years, the Metropolitan Council for Educational Opportunity (METCO) has bussed students of color from Boston, Massachusetts to relatively wealthier and predominantly White suburbs. Using a…

This article reviews the literature evaluating the impact of school choice programs on racial integration. Evidence on the impacts of magnet schools, voluntary busing programs, open enrollment practices, charter schools, and voucher programs is reviewed. The literature is mixed on this question, finding that the impacts of choice on racial…

Background/Context: Prior research on "Milliken v. Bradley" focuses on the failure of this case to implement interdistrict busing in the highly segregated Detroit schools. Much of this work focuses explicitly on desegregation, rather than on equity and addressing individual, systemic, institutional, and organizational challenges that may…

Background/Context: One of the most critical functions of a well-integrated school is the development of "culturally flexible" students who, over the course of their social development, effectively navigate diverse social environs such as the workplace, communities, and neighborhoods. Most studies, albeit with some exceptions, have…

In today's increasingly diverse society, the legitimacy and strength of the democratic form of government depends on equitable access to graduate and professional education for individuals from all races and ethnicities. Yet, despite recent increases in enrollment, students of color remain severely underrepresented in graduate and professional…

We evaluate the integrating and segregating effects of three distinct school choice programs in San Diego. We go beyond the traditional question of racial integration and examine the integration of students by test scores, parental education levels, and language status. In addition to measuring the net integrative effects of school choice, we also…

An executive summary of findings, this is the first volume of the Third Monitoring Report on Boston Public School Desegregation. The report, covering Boston Public Schools operations from December 1983 through May 1984, was filed by the Massachusetts Board of Education and Commissioner of Education under Orders of Disengagement entered at Federal…

Concludes that while the computer may conceivably assist in desegregation planning, it cannot substitute for carefully considered educational and social policy. Criticisms of the computer plan center on the impoverished educational and social policy behind it. (Author/AM)

A criterion-based assessment procedure was used to evaluate the success of court-ordered desegregation and educational programs in Detroit, Michigan. A monitoring commission was appointed to effect this assessment. This report begins by describing the commission and assessment procedures. The next portion of the report is devoted to materials…

The goal of the High School Reading and Communication Skills Component of the Detroit school desegregation plan was to improve students' reading and communication skills. The program was an integral part of the English curriculum and employed instruction focused upon specific objectives at each grade level. Support services were provided in each…

The Uniform Code of Student Conduct Component of Detroit's (Michigan) school desegregation plan was ordered in 1975 by the court to promote a peaceful and orderly environment in the schools so that students could receive educational experiences in an atmosphere which would be substantially free from disruptions and violence. Uniform policies…

The goal of the Counseling and Career Guidance Component of the Detroit (Michigan) school desegregation plan was to improve student effectiveness in the areas of personal, social, academic, and career development. Major program functions included individual and group counseling, program selection and placement guidance, career guidance, and…

The goal of the Elementary and Middle School Readinq and Communication Skills Component of the Detroit School desegregation plan was to improve students' reading achievement. The major facet of the program was a reading instruction management system called the Detroit Objective-Referenced Tests System (DORT). DORT is a diagnostic-prescriptive…

In 1975 the City of Detroit Public Schools were ordered by the United States District Court to improve educational services in order to eliminate vestiges of past discrimination. To this end, the school system obtained Emergency School Aid Act and State monies to fund four educational components: reading and communication skills, inservice…

Summarizes articles on St. Louis desegregation plan in this special issue, referencing occupations and races of contributors. General conclusions drawn from these authors' analyses, and from other articles in the issue, include the following: (1) desegregation does not have an adverse effect; (2) state leadership is needed; (3) cooperation is…